Categories of illustrated problems for training children in inductive reasoning

Klauer and Phye’s Cognitive Training for Children (Cognitive training for children: a developmental program of inductive reasoning and problem solving. Hogrefe & Hogrefe Publisher, Kirkland, 1994) provides instruction in inductive reasoning through a sequence of 120 illustrations following a pre...

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Main Authors: Reyes, Melissa Lopez, Amarnani, Rajiv K.
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Published: Animo Repository 2016
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Online Access:https://animorepository.dlsu.edu.ph/faculty_research/2788
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Institution: De La Salle University
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spelling oai:animorepository.dlsu.edu.ph:faculty_research-37872021-11-04T00:47:34Z Categories of illustrated problems for training children in inductive reasoning Reyes, Melissa Lopez Amarnani, Rajiv K. Klauer and Phye’s Cognitive Training for Children (Cognitive training for children: a developmental program of inductive reasoning and problem solving. Hogrefe & Hogrefe Publisher, Kirkland, 1994) provides instruction in inductive reasoning through a sequence of 120 illustrations following a prescribed two-way categorization (a) attributes of objects versus relations between objects, and (b) similarities or differences versus both similarities and differences in attributes or relations. While the program’s effectivity has been established, its prescribed categorization of problems has yet to be validated. If training performance is in accordance with the prescribed categorization, then performance patterns should be more similar for problems in the same than in different categories. In the current research, correlations of performance between problem categories were used as similarity measures in multidimensional scaling. The resulting solution yielded the attribute–relation and similarity–difference dimensions thus showing that performance reflects problem complexity. Visual salience, however, may override problem complexity, as suggested by the finding that the matrix arrangement of objects facilitated training in the algorithmically complex similarity-and-difference problems. The use of everyday-life objects as opposed to abstract objects also was shown to facilitate inductive reasoning. © 2015, De La Salle University. 2016-04-01T07:00:00Z text https://animorepository.dlsu.edu.ph/faculty_research/2788 Faculty Research Work Animo Repository Cognition in children Reasoning in children Visual perception in children Educational Psychology Psychology
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
topic Cognition in children
Reasoning in children
Visual perception in children
Educational Psychology
Psychology
spellingShingle Cognition in children
Reasoning in children
Visual perception in children
Educational Psychology
Psychology
Reyes, Melissa Lopez
Amarnani, Rajiv K.
Categories of illustrated problems for training children in inductive reasoning
description Klauer and Phye’s Cognitive Training for Children (Cognitive training for children: a developmental program of inductive reasoning and problem solving. Hogrefe & Hogrefe Publisher, Kirkland, 1994) provides instruction in inductive reasoning through a sequence of 120 illustrations following a prescribed two-way categorization (a) attributes of objects versus relations between objects, and (b) similarities or differences versus both similarities and differences in attributes or relations. While the program’s effectivity has been established, its prescribed categorization of problems has yet to be validated. If training performance is in accordance with the prescribed categorization, then performance patterns should be more similar for problems in the same than in different categories. In the current research, correlations of performance between problem categories were used as similarity measures in multidimensional scaling. The resulting solution yielded the attribute–relation and similarity–difference dimensions thus showing that performance reflects problem complexity. Visual salience, however, may override problem complexity, as suggested by the finding that the matrix arrangement of objects facilitated training in the algorithmically complex similarity-and-difference problems. The use of everyday-life objects as opposed to abstract objects also was shown to facilitate inductive reasoning. © 2015, De La Salle University.
format text
author Reyes, Melissa Lopez
Amarnani, Rajiv K.
author_facet Reyes, Melissa Lopez
Amarnani, Rajiv K.
author_sort Reyes, Melissa Lopez
title Categories of illustrated problems for training children in inductive reasoning
title_short Categories of illustrated problems for training children in inductive reasoning
title_full Categories of illustrated problems for training children in inductive reasoning
title_fullStr Categories of illustrated problems for training children in inductive reasoning
title_full_unstemmed Categories of illustrated problems for training children in inductive reasoning
title_sort categories of illustrated problems for training children in inductive reasoning
publisher Animo Repository
publishDate 2016
url https://animorepository.dlsu.edu.ph/faculty_research/2788
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